American Literature Reading and Writing Workshop

Reading and Writing Workshop for African American Literature and Voices of Protest Using Public Domain Works
Workshop Overview: This workshop will focus on classic texts from African American literature that are in the public domain. Students will engage in close reading, analysis, and writing exercises that explore the themes of racial injustice, protest, and the African American experience. Through these activities, students will develop their reading, critical thinking, and writing skills by connecting historical literature to contemporary issues.
Key Texts (Public Domain):

• Narrative of the Life of Frederick Douglass, an American Slave by Frederick Douglass
• Incidents in the Life of a Slave Girl by Harriet Jacobs
• Excerpts from The Souls of Black Folk by W.E.B. Du Bois
• Poetry by Paul Laurence Dunbar (e.g., We Wear the Mask, Sympathy)

Day 1: Introduction to African American Literature and Historical Context
Objective:

• Understand the significance of African American literature in reflecting racial struggles and acts of protest.
• Introduce the key historical context of slavery, abolition, and Reconstruction.

Activity:

1. Reading Focus:
   • Read excerpts from Narrative of the Life of Frederick Douglass (Chapters 1-3). Focus on Douglass' early life, his experiences with slavery, and his desire for freedom.
2. Discussion:
   • Discuss the historical context of slavery in America and how Douglass' narrative serves as both an autobiography and a protest against the institution of slavery.
   • What is the significance of Douglass' self-education and escape?
3. Writing Prompt:
   • Write a response to the following: How does Douglass’ narrative challenge the system of slavery, and how does it give voice to the enslaved?

Day 2: Slave Narratives and the Role of Protest in Literature
Objective:

• Explore the role of slave narratives in challenging social norms and advocating for emancipation.
• Discuss the intersection of personal narrative and social protest.

Activity:

1. Reading Focus:
   • Read excerpts from Incidents in the Life of a Slave Girl by Harriet Jacobs (Chapters 1-2). Focus on Jacobs' personal experiences as a slave and her ultimate escape.
2. Discussion:
   • How does Jacobs' narrative differ from Douglass’ in terms of gender and personal experience? What does Jacobs reveal about the plight of enslaved women?
   • Discuss how Jacobs uses her personal story as a form of protest against the injustices of slavery.
3. Writing Prompt:
   • Write an essay analyzing how Jacobs uses narrative to advocate for the rights of enslaved women. Compare her approach to Douglass' methods of protest.

Day 3: The Concept of Double Consciousness in W.E.B. Du Bois' Work
Objective:

• Examine the concept of "double consciousness" as presented by Du Bois.
• Analyze how Du Bois' work continues the protest tradition by addressing racial identity and social inequality.

Activity:

1. Reading Focus:
   • Read selected excerpts from The Souls of Black Folk by W.E.B. Du Bois. Focus on Du Bois’ exploration of African American identity and his theory of "double consciousness."
2. Discussion:
   • Discuss the idea of "double consciousness" and how it describes the internal conflict experienced by African Americans in a racially divided society. How does Du Bois’ view of the "veil" reflect the broader experience of African Americans?
3. Writing Prompt:
   • Write a reflective essay exploring the concept of "double consciousness" and how it is relevant today. How does Du Bois’ theory help us understand the complexities of identity in modern society?

Day 4: Poetry and Protest in the Works of Paul Laurence Dunbar
Objective:

• Analyze the role of poetry as a form of protest and a reflection of racial identity.
• Explore the themes of identity, oppression, and resilience in Dunbar's poetry.

Activity:

1. Reading Focus:
   • Read Paul Laurence Dunbar’s poems We Wear the Mask and Sympathy. Focus on the themes of masking emotions and enduring suffering.
2. Discussion:
   • Discuss how the metaphor of the mask in We Wear the Mask reflects the experience of African Americans hiding their true feelings of pain and suffering in a racist society.
   • In Sympathy, Dunbar uses the image of a caged bird to symbolize the longing for freedom. Discuss how this image relates to the experience of racial oppression.
3. Writing Prompt:
   • Write a poem in the style of Dunbar that uses a symbolic image (e.g., a mask, a cage, a shadow) to reflect an aspect of racial identity or social protest.

Day 5: Comparing Narratives and Protest Across Texts
Objective:

• Compare how different authors use their personal narratives and literary techniques to protest racial injustice.
• Synthesize ideas from previous readings to create an analytical piece.

Activity:

1. Reading Focus:
   • Review key passages from Narrative of the Life of Frederick Douglass, Incidents in the Life of a Slave Girl, The Souls of Black Folk, and Paul Laurence Dunbar’s poetry.
2. Discussion:
   • Discuss how the different authors (Douglass, Jacobs, Du Bois, Dunbar) use personal experience, symbolism, and narrative voice to express themes of racial injustice, identity, and resistance.
3. Writing Prompt:
   • Write a comparative essay analyzing how Douglass, Jacobs, Du Bois, and Dunbar each use their respective literary forms (autobiography, essay, poetry) to protest racial injustice. Which methods do you think are the most powerful? Why?

Day 6: Final Project – Creative Response to the Themes of Protest
​Objective:

• Encourage creative expression and reflection on the themes of racial injustice and protest.
• Apply lessons learned throughout the workshop in a final creative project.

Activity:

1. Creative Project:
   • Students will create a piece of literature (a poem, short story, or essay) inspired by the themes of protest and racial justice explored in the unit. They should use symbols, personal experience, or historical context in their work.
2. Sharing and Reflection:
   • After completing their creative projects, students will share their work in small groups or with the class. Each student will explain how their work relates to the themes of protest in African American literature.
3. Final Reflection:
   • Write a reflection on the workshop. How has your understanding of African American literature and protest evolved? In what ways can literature be a tool for social change?

Assessment:

• Participation in class discussions and activities.
• Analytical essays and writing assignments.
• Final creative project and peer review.

Through this workshop, students will deepen their understanding of the role of African American literature in protest movements, develop their analytical skills, and express their own reflections on racial justice through writing.